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International Journal of Pedagogics

Peer Reviewed | Open Access | E-ISSN: 2771-2281
Published Article

Effective Grammar Instruction For Adult ESL Learners: Integrating Explicit And Implicit Approaches

Effective Grammar Instruction For Adult ESL Learners: Integrating Explicit And Implicit Approaches

Authors

  • Otajanova Mehribon Shonazarovna
    Teacher of English, School No. 5, Khiva District, Xorazm Region, Uzbekistan
  • Ruzmetova Shahodat Komiljonovna
    Intern Lecturer, Department of English Philology, Urgench State University, Urganch, Uzbekistan

DOI:

https://doi.org/10.37547/ijp/Volume06Issue01-64

Keywords:

Adult ESL learners grammar instruction explicit and implicit teaching

Abstract

Grammar instruction remains central yet contested in language education. This article argues for a balanced approach that integrates explicit rule teaching with implicit, meaning-driven activities and task-based learning. While traditional rule-focused methods fail to develop communicative competence, purely implicit approaches often cannot cultivate the grammatical accuracy essential for academic and professional success. Task-based learning emerges as a promising framework that embeds grammatical focus within meaningful communication. We conclude with practical recommendations for input provision, output opportunities, form-focused intervention, and accommodation of individual learner differences.

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